Science Learning Community: Science and Engineering Lesson Plans

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1 [Gene Therapy for Melanoma1] [Paul Enslin] [07/17/2014] INFORMATION ABOUT THE LESSON Grade Level and Subject Area General Biology, Grade 10, Genetics Unit Time Frame 4-5(85-90 minute) lessons, depending upon if optional resources and extension activities are pursued. Objectives: Upon completion of this unit, students will be able to: To help secondary education students to learn the basic concepts of gene therapy. To understand the impact and limitations of gene therapy. To consider and communicate the potential effects of this technology on human health and society. To help students understand that experimental design is more of a creative process than a step-by-step method (help them learn about the scientific process rather than the scientific method). Next Generation Science Standards HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials. HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. Partnership with the University of Wisconsin-Stout Page 1

2 Standards for Technological Literacy 8H. The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach (9-12) 8I. Design problems are seldom presented in a clearly defined form. (9-12) 8J. The design needs to be continually checked and critiqued, and the ideas of the design must be redefined and improved. (9-12) 8K. Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other. (9-12) 9J. Engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly. (9-12) 9L. The process of engineering design takes into account a number of factors. (9-12) 10J. Technological problems must be researched before they can be solved. (9-12) 10K. Not all problems are technological, and not every problem can be solved using technology. (9-12) L. Many technological problems require a multidisciplinary approach. (9-12) Common Core State Standards in Mathematics Common Core State Standards in English and Language Arts WHST Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-LS1-3) WHST Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS1-1) RST Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-1),(HS-ETS1-3) RST Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ETS1-1),(HS-ETS1-3) RST Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-ETS1-1),(HS-ETS1-3) Prior Learning Definition of genetics, Mendelian genetics, DNA structure and function, Central Dogma Misconceptions: That gene therapy is as simple as putting new DNA code into cells that have abnormal code for a gene. That it should be easy due to The Human Genome Project. Partnership with the University of Wisconsin-Stout Page 2

3 Materials Videos: Cracking Your Genetic Code (PBS) Cracking the Code of Life (PBS) Handouts: Gene therapy for Melanoma Pretest Gene therapy for Melanoma Challenge Gene therapy for Melanoma Flowchart Gene therapy for Melanoma Posttest Web Sources: LESSON IMPLEMENTATION Objective: Upon completion of this lesson, students will be able to: 1. Define gene therapy and vector 2. Research genetic disorders and use it to design a gene therapy approach to a disease 3. Create a vector for the disease of interest 4. Design and evaluate a potential solution to a gene therapy problem 5. Assess their design after input from experts 6. Modify their design after input from experts 7. Share their approaches with peers and assess the benefits and risks/challenges to their approach. 8. Defend their gene therapy design 9. Explain how the type of disease affects the gene therapy design. 10. Differentiate between a therapy and a cure. 11. Explain how historical events in science and technology have laid the groundwork for gene therapy. 12. Discuss the social, political and ethical issues surrounding gene therapy Partnership with the University of Wisconsin-Stout Page 3

4 Pre-Assessment 1. Do you know what a genetic disease is? Give a definition 2. Give an example of a genetic disease. 3. Do you know what gene therapy is? Give a definition 4. Name a disease that can potentially be treated using gene therapy. 5. Do you know what genetic engineering is? Give a definition. Procedures Time Instructional Strategies/Learning Tasks 1. Take Pretest Day 1-Show Cracking My Genetic Code to activate prior knowledge and bridge it to Gene Therapy technology. Pass out challenge paragraph. Students complete Challenge questions. ;1 block (85-90 min) 2. Students are given time to outline an approach to the challenge based on current knowledge of content. Students view experts discussing how they would approach the challenge. Students conduct research to help them meet the challenge. Students complete questions about diseases and gene therapy. Students are provided with the instructions: List questions you have. Answer all questions. Share and compare with other group members. 1block(85-90min) 3. Students engage in a mini-challenge to evaluate what they have learned. Students (in groups) are provided with a list of diseases and medical conditions such as baldness, familial hypercholesterolemia, cancer, heart disease, cystic fibrosis, muscular dystrophy, Alzheimer s disease, and others and asked to determine which would be appropriate for treatment by gene therapy To evaluate the soundness of their judgment, as a class we compared student decisions to the opinions of the experts. 4. Finally, students discussed their findings with their parents or guardians, further disseminating information about gene therapy to the public. Students reached a decision with their parents or guardians and then shared and justified their decision to their classmates. Take Post Test; 1 block (85-90 min) Purpose Optional resource: Showing Cracking the genetic code will help the students to remember/understand what The Human Genome Project is and how it was accomplished. They can also discuss what it might allow researchers to do. Partnership with the University of Wisconsin-Stout Page 4

5 Formative Assessment Generating ideas: Questions to answer before addressing the challenge 1. What do you know? 2. What questions do you have? 3. What questions will require further research? Give the students time to work on these and then share with the group and check for understanding. Closure Pass out gene therapy for Melanoma flowchart and guide the discussion through the various components of the flowchart with the students. From: Accessed July 18 th 2014 Summative Assessment The students will receive a pretest consisting of the following 5 questions: Partnership with the University of Wisconsin-Stout Page 5

6 1. Do you know what a genetic disease is? Give a definition 2. Give an example of a genetic disease. 3. Do you know what gene therapy is? Give a definition 4. Name a disease that can potentially be treated using gene therapy. 5. Do you know what genetic engineering is? Give a definition. Professional Resources: 1. Joe Le Doux (Georgia Tech) joe.ledoux@bme.gatech.edu 2. Thomas C Tubon (Madison Area Technical College) Tubon@madisoncolleg.edu Gene Therapy for Melanoma Partnership with the University of Wisconsin-Stout Page 6

7 From: Accessed July 18 th 2014 Gene Therapy for Melanoma Partnership with the University of Wisconsin-Stout Page 7

8 From: Accessed July 18 th, 2014 Partnership with the University of Wisconsin-Stout Page 8

9 Gene Therapy for Melanoma Challenge: You are a high school sophomore who suffers from Melanoma. Recently your condition has been worsening and you have been spending an enormous amount of time in and out of the doctor s office and hospital. You are tired of being sick and just want the opportunity to be a teenager. Your primary physician has recently suggested that you undergo gene therapy. You have no idea what gene therapy is or how it works. Your doctor keeps stating that you are lucky because there is a new study starting within the month at your hospital to test a new form of gene therapy for your disease. The gene therapy is very experimental and still in the very early stages, and the outcome of the treatment is uncertain. You have a week to decide if you want to become a part of this study, but before you decide if you want to join the study you must do some research on the topic. Generating ideas: Questions to answer before addressing the challenge 1. What do you know? 2. What questions do you have? 3. What questions will require further research? Partnership with the University of Wisconsin-Stout Page 9

10 From: Integrating Engineering and Science, A Partnership for Problem- Based Learning, Amanda Lockhart and Joseph Le Doux, p Partnership with the University of Wisconsin-Stout Page 10